This action research was conducted to enhance the level of reading performance of pupils of Grade –Five struggling readers of Maasim Central Elementary School using the Balsa Para sa Pagbasa 30-minute Purok-based reading remedial program. This study employed the explanatory sequential mixed methods (single-experimental and phenomenological) design. Using Schutte Self-Report Emotional Intelligence Test, the EI level of the learners were identified while their experiences were captured through online interview using the validated interview guide. Frequency, mean, percentage and paired sample t-test were applied in treating the quantitative data and thematic analysis following Colaizzis method in analyzing the qualitative inputs. Robert Ebels Criterion of Mastery was used to determine the level of performance of Grade –Five Copper pupils struggling readers. Result showed that there is SIGNIFICANCE DIFFERENCE in the level of reading performance based on the result in the t – test. The increase in the pupils reading performance shows that using Balsa Para sa Pagbasa 30-minute Purok-Based program was effective in enhancing the reading performance of Grade V –pupil. This was supported by the participants narratives revealing the balsa para sa pagbasa purok-based remedial program was beneficial experience. They reported an opportunity to experience reading with purok chairman, a relieved confidence booster for them and a bond of friendship developed through reading. Thus, Balsa Para sa Pagbasa Purok-Based Reading Remedial Program should be institutionalized in elementary schools particularly at Maasim Central Elementary School and similar studies be conducted involving triangulation.